English Vocabulary Learning Research Articles

English

Vocabulary is the basis of English learning. English Curriculum Standards for Compulsory Education (2022 Edition) (hereinafter referred to as New Curriculum Standards, NCS) put forward higher requirements for students' vocabulary learning. However, the traditional vocabulary teaching method is not suitable for developing students' thinking ability, which leads to a considerable number of students, especially rural students, being troubled by vocabulary learning. Through SPSS, it is found that Learners believe that vocabulary learning is very important in their study. Students always remember vocabulary through writing down as well as reciting vocabulary again and again in their real life. Students have a certain understanding of mind maps and recognize that mind maps have a positive role in English vocabulary learning. However, only a small number of students use mind maps to memorize vocabulary in actual learning; even some students have never used mind maps in their English vocabulary learning. In view of the above problems, the author puts forward the following optimized suggestions. First, junior high school English teachers should design diversified mind maps for vocabulary teaching. Secondly, teachers should enhance their own acquisition and practice of mind maps in junior English vocabulary teaching. At last, educational departments and schools should regularly organize teacher training to improve teaching ability by using mind maps in vocabulary teaching.

Usability Evaluation of English Learning Application Base on Augmented Reality Using ISO 9241

Augmented Reality (AR) technology is one of the educational applications that may be created. AR is a learning tool that may be used to integrate virtual things or objects into a natural environment to engage in real-time. English is a foreign language that must be learnt. For language assistance, pupils must acquire a sufficient command of vocabulary via reading and listening exercises. Two factors contribute to the ineffectiveness of oral communication: pupils who do not have enough vocabulary knowledge and students who do not know how to employ vocabulary non their spoken language. One of the learning media that has been developed is the AR-based English vocabulary learning application which was developed in early April 2020 to September 2020. This application aims to help elementary school students (6-12 years) in learning English vocabulary. Where in the current learning which is due to the pandemic thus making distance learning. The purpose of this study is to measure the usability of the application whose vocabulary has been developed from three aspects, namely effectiveness, efficiency and user satisfaction (ISO 9241). The results of the research conducted show that the usability level of this application is 89% effectiveness, 94% efficiency and 91% user satisfaction. So that this learning application can be said to have good usability and can be used as a supporting medium for learning English vocabulary for children aged 6-12 years independently.

Multimedia Glosses for Enhancing Specific English Vocabulary: Saudi Vision 2030 and Transformation of Learning

The present study investigated the role and influence of multimedia glosses on the learning of specific English vocabulary. This is in exact line with the recommendations of Saudi vision-2030 regarding technology integration for education. The vision advocates transformation of curricula and methods of teaching. Covid-19 pandemic taught us many lessons regarding limitations of traditional classrooms and routine teaching methods. In total, 52 learners of English for Specific purposes (ESP) were chosen following purposive-convenient sampling and grouped into control and experimental groups: n=25 and n=27 respectively. A test of specific English vocabulary was given to both the groups to further test them and ensure they were equal in level. Later, the learners were asked to attend 8 week reading sessions which utilised the experimental group in which the learners were exposed to practice reading computerized texts that integrated glosses. On the other hand, the controlled group took same reading texts, however without any glosses.  When the training session (treatment) got over, the Specific English vocabulary test was given to both groups to investigate if there existed and significant difference in the learning of Specific English. Data analysis showed a significant difference between the learning of the two groups. Findings of the study demonstrated that multimedia glosses were helpful in enhancing learning of English for specific purposes (Medical English).

Study on the Effectiveness of Vocabulary Teaching in Senior High School

Vocabulary is the basis of high school English learning, and the effectiveness of teachers’ English vocabulary teaching has a direct impact on students’ vocabulary learning efficiency. This paper studies the effectiveness of high school English vocabulary teaching by using the questionnaire method, and mainly answers the following three questions: (1) What’s the status quo of the effectiveness of high school English vocabulary teaching? (2) What problems that have existed in English vocabulary teaching of senior high school ? (3) What are the suggestions for improving the effectiveness of high school English vocabulary teaching? In order to solve the above problems, the author carried out a study in a senior high school in Guang’an City. The participants are from a senior high school in Guang’an, two classes of students, a total of 100. Through the survey, it is found that there are more or less the following problems in high school English vocabulary teaching: (1) teachers do not pay enough attention to vocabulary teaching; (2) Students’ interest in English vocabulary learning is not high; (3) The presentation and teaching methods of teachers’ vocabulary teaching are single; (4) Students lack a vocabulary review and consolidation plan; (5) Students have fewer sources of vocabulary learning. At the same time, in order to improve the effectiveness of high school English vocabulary learning teaching, the following suggestions are put forward: (1) Use English discourse to promote high school English vocabulary teaching; (2) Classify vocabulary and learn vocabulary in blocks; (3) Broaden the sources of vocabulary teaching and enrich students’ vocabulary; (4) Make a reasonable review plan and consolidate memory in time; (4) Adopt multi-mode teaching and innovate the presentation way of vocabulary teaching.

Impact of Total Physical Response Method (TPR) on Vocabulary Learning in the Palestinian School Context

This study aimed to examine the impact of Total Physical Response (TPR) method on English vocabulary learning. Using a quasi-experimental research design, a sample of 66 school children at the 5th grade were assigned to a control group(n=33) and an experimental group (n=33). The teaching material included 15 words selected from Units 16 and 17 in English for Palestine for 5th graders. At the end of the intervention, both groups sat for a post-test to ascertain statistically significant differences between the mean scores of both groups that attribute to the TPR method which was used in teaching the experimental group. The results revealed no statistically significant differences at α =0.05 in the scores of the experimental group which could result from TPR method indicating that the TPR had no positive impact on learners’ vocabulary learning. Based on this, the study provided some important implications for EFL teachers and supervisors to hold specialized training workshops on different teaching methods including TPR method to meet students’ learning styles across their levels of study.

The Learning outcome of using Augmented Reality Instruction to Enhance Students’ English Vocabulary Learning in the EFL Elementary School

As for the rapid advance in technology, language instructors must search for a new methodology to educate students in technological instruction. This study aimed to explore the learning achievement with AR technology. This study examined the learning outcomes of English vocabulary learning in an AR instruction classroom with technological devices. 51 fourth -grader students participated in the instruction in Taichung city in Taiwan. The experimental method was employed to analyze learning data, including AR instruction(ARI) pre- and post-test, multimedia ppt instruction(MPI) pre- and post- test, and significant t -test. The total of 25 students from the experimental group experienced the ARI method, while 26 other students from the controlled group experienced the MPI method. The result revealed that AR instruction was a significant difference level(p<.001). Comparing ARI and MPI group, the mean score post-test of the AR instruction group(M=92.59) was better than the multimedia ppt group(M=84.86). As for learning improvement, the improvement percentage of AR instruction(I=23.1) was higher than multimedia ppt instruction(I=14.24). Therefore, the results from the data analysis revealed that AR instruction facilitated EFL students’ learning and significantly improved the students’ English vocabulary achievement.

Learning English Vocabulary with Taboo Game: A Case Study of Indonesian Junior High School Students

Vocabulary serves as the basis for the four language skills. However, for many EFL learners, vocabulary mastery is difficult to achieve. This situation requires English teachers to find and utilize different approaches to help make vocabulary learning more enjoyable yet engaging for their students. This study aimed to elucidate English as a foreign language (EFL) learners' reflections after utilizing the Taboo game for vocabulary learning and to explore their perceptions of its benefits. A qualitative method was used in the current study. The data were gathered through in-depth interviews and questionnaires. This research was carried out at one private junior high school in Medan, Indonesia. Thirty-four second-year students agreed to participate in the study (15 females; 19 males). The results of data analysis through frequency count and Content Analysis revealed that most students were satisfied with learning vocabulary through the Taboo game. Furthermore, in terms of their perceptions, the students reported three benefits (1) Improvement of vocabulary mastery, (2) Enhanced vocabulary recall (3) Higher engagement. In general, the Taboo game was perceived positively by all the student participants. Moreover, the Taboo game assists in learning and understanding materials, making it easier to know and learn new vocabulary and increasing their learning creativity.

The Effectiveness of Movie as a Media in Increasing Vocabulary Learning at SMA N 9 Jambi City

This research aims at determining the effectiveness of using movie in increasing students’ vocabulary masteryof grade 11th at SMA N 9 Jambi city. This research was conducted with two classes of samples. Class samples were taken by using random sampling technique. Classes were first drawn as the experimental class A and second drawn was labeled as control class (class B). From the hypotheses, it is expected that using a movie is very effective in increasing students vocabulary when they learn English compared with those who do not use movie as a media in learning vocabulary. From the results of the hypothesis test it is obtained that tcount 1,76 > t table 1,67. From the analysis that has been conducted on the pre-test and post-test, it can be concluded thatH0 is rejected so it can be concluded in accordance with the hypothesis that English vocabulary learning outcomes of students who use movie as a media is more effective rather than the English vocabulary learning outcomes of students who do not use of it

Development of vocabulary card in learning english vocabulary for 7th grade students at MTs Ma’arif Gandusari

English has an important role in the international world. Vocabulary is the key of the four English skills. Need mastery the vocabulary to facilitate the delivery of the material. This research was conducted to develop subject matter in the form of vocabulary cards as learning media in class VII. The object of this research is 24 students of MTs Ma'arif NU Gandusari for the academic year 2020/2021. This research is a research and development model by (Borg & Gall : 2003) modified by researcher based on the needs and context of the research. There are eight steps in this development: (1) conducting needs analysis, (2) determine the specific material, (3) product design, (4) design validation, (5) design revision, (6) product testing, (7) usage testing, (8) dissemination and implementation. Questionnaire was applied to get the data. The results of media expert validation showed that the illustration got a score of 83% and the student response was 95%. The results of the validation of the material, media, and student responses can be said that this Vocabulary card has a “valid” level of validity to be used. Therefore, this learning media deserves to be an effective learning media for students.

Learning Outcomes, Motivation, and Satisfaction in Gamified English Vocabulary Learning

The past several years have been witnessing the fast development of information and communication technology, with which an increasing number of serious games are being designed and developed. Randomly selected participants were divided into the treatment and control cohorts. Two experiments, as well as a semi-structured interview, were administered to both cohorts. It was concluded that: (1) Learning outcomes in gamified English vocabulary learning are significantly better than in non-gamified English vocabulary learning; (2) The motivation in gamified English vocabulary learning is significantly stronger than in non-gamified English vocabulary learning; (3) The satisfaction in gamified English vocabulary learning is significantly higher than in non-gamified English vocabulary learning. Future research could include various serious games with interdisciplinary cooperation to testify the effect of gamification on English vocabulary learning.

The Effect Of Students' Motivation, Emotions, And Cognitive Engagement On English Vocabulary Learning Moderated By Augmented Reality Implementation At School X, Jakarta

Academic performance in childhood affects students’ adaptability and functionality at School X, Jakarta; it is critical to understand the factors that influence this process. Further, augmented reality (AR) is a technology that merges digital information, such as images, videos, and audio, into actual places, facilitating learning through task pleasure, engagement, and motivation. This study investigates the factors that influence academic achievement in English vocabulary learning using AR implementation at School X, such as motivation, emotions, and cognitive engagement, among students ages 9 to 15. The study involves 52 students in grades five through nine at School X. SmartPLS 4 was used to do the data analysis. The results of this study show that emotions have the largest effect on English vocabulary learning achievement compared to other variables, followed by cognitive engagement, which has the second largest impact. Motivation has a positive effect on English vocabulary learning achievement, although it is not strong. AR also has a positive effect on the relationship between motivation and English vocabulary learning achievement, but it does not have a positive effect on the relationship between emotions and English vocabulary learning achievement. AR has no significant influence on the relationship between cognitive engagement and English vocabulary learning achievement.

Video Game-based Digital Learning in the Development of Vocabulary Knowledge

The use of technology in learning is a necessity. One of the technologies that can be used in learning is video games because of their proximity to students. This study aims to describe the development of video game-based learning in learning English vocabulary. The approach used in this research is descriptive qualitative. The data in this study were collected by interview method. The findings resulting from this research are in the form of video games that are played by many students and can add to students' English vocabulary, namely video games in the form of online games such as Clash of Clans, RPG Toran online, and PC games in the form of FIFA 23. These games can help students improve vocabulary. English words through the hint language and the notifications that are in it. However, this method has a weakness in the form of unorganized vocabulary that students learn through video games and each student has a different level of vocabulary mastery according to the video game he likes.

A Diagnostic Study on the Use of Vocabulary Learning strategies for English Majors in China

This research utilizes a descriptive research design to investigate the use of vocabulary learning strategies among English majors and identify the potential reasons for their difficulties in learning vocabulary. The study aims to describe the relationship between these reasons and second language vocabulary acquisition. A questionnaire, consisting of 62 items selected from the Vocabulary Learning Questionnaire (VLQ) 6.4 published by Gu and Johnson (1996), was administered to 115 sophomores majoring in English. The questionnaire was used to determine the types of vocabulary learning strategies employed by the participants, as well as the most and least frequently used strategies. The results indicate that English majors surveyed were moderate users of vocabulary learning strategies. Inferencing strategies were found to be the most commonly used, while Encoding strategies were the least used. After analyzing the participants' vocabulary learning strategies, the study proposes to improve their mother tongue competence to enhance their thinking ability, which is an essential factor in learning English vocabulary. Furthermore, the study suggests that the lack of mother tongue competence courses in higher education and the absence of effective vocabulary learning strategy guidance in the learning process are potential reasons for the difficulties experienced by English majors in vocabulary learning.

Investigating students' vocabulary learning through captioning in social media

This research aims to describe the students' perspective on the use of captions in social media in learning English vocabulary, the EFL teachers' perspective on the use of captions in social media in teaching vocabulary, and the impact of the use of social media as a teaching and learning tool for English vocabulary. This research is a descriptive qualitative research design. Purposive sampling was used to collect samples from the teachers and students at the XII grade of one of the Vocational High Schools in Makassar, South Sulawesi, Indonesia. The instruments used in this research were an interview protocol and an observation checklist. The data showed that all students perceived social media captions helped them acquire vocabulary since the content was engaging, the learning materials were well-presented, and plenty of resources were available. In addition, the teachers stated that online teaching and learning have several advantages and disadvantages when using some media as their teaching strategy. Finally, vocabulary learning through social media positively impacts students' acquisition of more vocabulary. Vocabulary learning through social media captions is important for increasing students' vocabulary. Both teachers and students agree that captions on social media are extremely useful in teaching and learning.

Aprendizaje autónomo de vocabulario del inglés como lengua extranjera usando recursos multimedia

The purpose of this study was to evaluate the impact of using multimedia resources on the English vocabulary learning as a foreign language in a sample of university students. Following a quantitative approach, a quasi-experimental, longitudinal-prospective study was conducted with 62 university students (42.6% women with mean age of 20.9 and 57.4% man with mean age of 20.6); previously divided into three different groups. For pre and post-training measurements, two instruments were used in their forms A and B, validated in previous studies. As a secondary goal, the influence of the cognates present in both tests on the score and the way of asking them was verified, in consequence an instrument of own design was applied. During the training, the use of lessons from a virtual platform made it possible to present multimedia resources and evaluate autonomous learning in formative manner. In the post-test, only one type of test was applied to each group, detecting significant improvement in three out of the four original instruments. However, the results should be treated with reservations due to the limitation represented by sample size and conduct of the study, in distance mode.

Students’ Experience in Learning English Vocabulary Using Video on Youtube at The Eleven Grade of SMA Al-Washliyah 3 Medan in 2022-2023 Academic Year

This research is find out the students’ experiences and meaning of experiences in learning English using video on YouTube notably as extra resources for people learning English at home. The study attempt to answer research question, that is why do students’ experiences matter when learning English vocabulary using video on YouTube? That question were answered through a series of observation and interviews. All of the students were asked to reflect on their experiences and what those events meant to them. This research was conducted in SMA AlWashliyah 3 Medan. There were five students’ participants. The phenomenological investigation was applied to the research. Data has a narrative structure. After that, it was triple checked using member checking. The result of the analysis reveals that students’ experience some feelings, thought, and activities in learning. Before learning activities, learners bring the background of knowledge and learning style in their learning English using video on YouTube. During learning activities, the students experience some feelings such as lazy, happy, comfortable and motivated to learn. The students also think about the vocabularies which increase during the process of learning. The results are that video on YouTube offer a new strategy of learning English which is interesting and that video on YouTube provide audiovisual materials in which the students learn English vocabulary.

Vocabulary Building on the Move with the Prime Machine: Evaluation of a Cross-platform Corpus-based Game for English Vocabulary Learning

Vocabulary Building on the Move with the Prime Machine: Evaluation of a Cross-platform Corpus-based Game for English Vocabulary Learning

The Use of Mobile-Based Self Learning to Enrich Children’s English Vocabularies

The aim of this study was to examine self-learning using mobile-based to help children enrich their English vocabularies. This learning process used an apps called ‘English for Children’ (Bahasa Inggris Untuk Anak). It consists of twenty (20) vocabulary categories. They are Alphabet, Numbers, Colors, Shapes, Family, Body parts, Days of the week, Months of the year, Fruits, Vegetables, Animals, Birds, Food, Clothes, Kitchen, Bathroom, Living room, School, Sports, and Professions. Every word category is followed by four (4) learning sections such as ‘Learn’, ‘Writing’, ‘Find the word’, and ‘Find the picture’. Every section is served with pictures (visualization). Exercises can also be found in the ‘Writing’, ‘Find the word’, and ‘Find the picture’ sections as a benchmark of learning progress. The participants were 10 children age 10-11 years old. This type of learning was using student-centered model. The qualitative research method is used in this research. The systematic analysis of textual data was obtained via interviews, surveys, focus groups and diary entries. The result can be seen through the score of the exercise. Surprisingly, the score has risen significantly. Children could pass the exercise easily with the help of pictures. It means that by applying learning English vocabularies through mobile-based self-learning indicated that there was any significant difference before and after using this method.

Utilizing English Tiktok as a Media in Learning English Vocabulary: University Students’ Perspective

This research determined the university students’ perspective on utilizing TikTok in learning English vocabulary. The purpose of this research is: (1). What are college students' thoughts on learning English vocabulary through TikTok? (2). What are the advantages of the TikTok application? (3). What are the disadvantages of the TikTok application? (4). How does the TikTok application help you to learn English vocabulary? This study is qualitative and descriptive and employed a survey method by giving an online questionnaire on Google Forms to university students. The questionnaire is distributed to students in Bandung, Jakarta, and Lampung universities. The subject of this research is university students who are taking English classes. Of the 76 respondents who filled out the questionnaire, 50% were from a private university and 50% were also from a state university. The findings of this research show that utilizing TikTok in learning English vocabulary for university students helps them expand their English vocabulary. The students show positive feedback about utilizing TikTok in learning English vocabulary.

Does social media impact the development of general English vocabulary? perceptions of Egyptian university students

The importance of vocabulary in language learning cannot be overstated because meaningful communication requires a vast repertoire of words to convey ideas. Yet, social media places English language learners in multicultural communities where they can acquire new vocabulary knowledge and use it communicatively. The aim of the study is to investigate the impact of social media on learning English vocabulary at university level. A case study approach was adopted. To this end, a hypothesized model on aspects of learning English from social media was constructed. That was supported by a participant observation and a thorough review of the literature. Based on the model, a questionnaire was constructed and disseminated to a total number of 135 Egyptian undergraduate university students. Findings of the study are: 1) learning vocabulary occurs through receiving, producing and constructing vocabulary knowledge, 2) the indirect impact of social media enhances self-confidence, self-esteem, critical thinking, creativity and collaboration among Egyptian university students, 3) social media is characterized by factors that enhance vocabulary learning, and 4) social media has a few limitations that, to some extent, hinder vocabulary learning. It is recommended that further research is conducted on the effect of different social media applications on learning English language vocabulary, grammar and other aspects.